Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal JETA (Journal of English Teaching and Applied Linguistic) Cokroaminoto Journal of Primary Education International Journal of Learning Reformation in Elementary Education
Sheren Dwi Oktaria
Lampung University
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Integrasi Game Edukasi Wordwall dalam Pembelajaran IPAS terhadap Peningkatan Hasil Belajar Siswa Sekolah Dasar Aulia Maharani Putri; Deviyanti Pangestu; Sheren Dwi Oktaria; Erni Erni
Cokroaminoto Journal of Primary Education Vol. 9 No. 1 (2026): Januari - Maret 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.1.2026.8216

Abstract

Urgensi penelitian ini adalah perlunya inovasi media pembelajaran yang lebih menarik dan interaktif, seperti diorama berbantuan Assemblr Edu, untuk meningkatkan pemahaman konsep IPAS dan hasil belajar siswa sekolah dasar. Pembelajaran Ilmu Pengetahuan Alam dan Sosial IPAS di sekolah dasar masih sering didominasi dengan pendekatan yang berpusat pada pendidik serta penggunaan media pembelajaran yang bersifat konvensional. Kondisi tersebut menyebabkan keterlibatan siswa dalam kegiatan belajar belum optimal sehingga berdampak pada capaian hasil belajar. Pemanfaatan media pembelajaran berbasis permainan digital, seperti Wordwall yang dapat digunakan untuk menciptakan suasana belajar yang lebih menarik dan mendorong partisipasi siswa. Penelitian ini bertujuan menganalisis pengaruh integrasi game edukasi Wordwall dalam pembelajaran IPAS terhadap hasil belajar siswa serta melihat perbedaan hasil belajar sebelum dan sesudah penerapan media tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain quasi experimental tipe non-equivalent control group design. Subjek penelitian berjumlah 47 siswa kelas V di SDN 10 Tegineneng tahun ajaran 2025/2026. Penentuan sampel dilakukan dengan teknik purposive sampling, yaitu kelas VA sebagai kelas kontrol dan kelas VC sebagai kelas eksperimen. Teknik pengumpulan data dikumpulkan melalui tes berupa pretest dan posttest untuk mengukur hasil belajar, serta non-tes berupa lembar observasi dan dokumentasi sebagai data pendukung. Analisis data menggunakan uji regresi linier sederhana dan uji-t. Hasil analisis menunjukkan nilai signifikansi uji regresi linier sederhana sebesar 0,001 (<0,05) yang menunjukkan adanya pengaruh penggunaan Wordwall terhadap hasil belajar siswa. Uji-t juga menghasilkan nilai signifikansi 0,000 (<0,05) yang menunjukkan adanya perbedaan peningkatan hasil belajar sebelum dan sesudah penerapan Wordwall. Temuan tersebut menunjukkan bahwa penggunaan game edukasi Wordwall dapat mendukung peningkatan hasil belajar IPAS pada siswa kelas V sekolah dasar
BEYOND DIGITAL ADOPTION: A THEMATIC ANALYSIS OF EFL TEACHERS’ CHALLENGES IN TECHNOLOGY INTEGRATION Anwar Fadila; Nita Sitta Rachma; Sheren Dwi Oktaria; Ajeng Nike Setya Diningrum; Dita Lutfiah Puspa Dewi
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/bpa6ev45

Abstract

The incorporation of digital technology into English as a Foreign Language (EFL) education has been increasingly emphasised, but few studies have critically examined how teachers confront problems in sustaining technology-enhanced classroom practices in everyday teaching realities. This study explores the challenges faced by EFL teachers in integrating digital technology into English courses at secondary schools in Indonesia. The research was conducted qualitatively and exploratively with three English teachers from three distinct senior high schools in Bandar Lampung, Indonesia. Data was acquired through semi-structured interviews, classroom observations and document analysis. Data were analysed using Braun and Clarke’s reflexive thematic analysis. The findings reveal four interrelated themes: persistent infrastructural instability hinders technology-integrated teaching; teachers face pedagogical and emotional challenges in digital teaching; technology integration demands ongoing adaptation and improvisation; and institutional support is uneven and insufficient. The findings indicate that technology integration is not a smooth and linear process but a negotiated pedagogical practice affected by infrastructural restrictions, student involvement concerns, institutional constraints and teachers’ adaptive methods. The study foregrounds the significance of moving beyond the narratives of technology adoption to a more critical understanding of the lived realities of digital education in EFL environments. The report suggests improved infrastructural support, context-sensitive professional development and durable institutional policies to facilitate meaningful technology integration in ELT.
Systematic Literature Review: Digital Literacy in the Classroom Teaching Elsa Viona; Sudarwan Danim; Rosane Medriati; Muhammad Kristiawan; Edy Susanto; Sheren Dwi Oktaria; Julie Simon Macariola
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1217

Abstract

Digital literacy is not just an additional skill but a basic need that every individual must have in the modern era. This systematic literature review aims to identify the most effective strategies in improving digital literacy in the field of teaching. The stages of this review follow the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) reporting standards by searching academic literature through the Scopus database. The included studies meet the criteria that the articles were published between 2024, the studies were written in English, and open access and social sciences were the subject areas. The results of the study found 91 publications related to digital literacy in teaching. The research trend shows a significant increase from year to year. This indicates the increasing attention and urgency of this topic among researchers. A total of 42 countries were identified as the origin of publications, with Indonesia as the country of origin of the most publications. In addition, the main themes were not to be related to potential strategies for digital literacy in teaching, ranging from the use of advanced technology to empowering teachers and students. These strategies aim to create an inclusive, adaptive, and collaborative learning environment where technology becomes a tool to support meaningful learning. By ensuring effective technology integration, adequate teacher training, equity of access, and the use of collaborative teaching methods, digital literacy can become a key foundation for educational success in the digital age.
Co-Authors Ajeng Nike Setya Diningrum Anwar Fadila Aulia Maharani Putri Deviyanti Pangestu Dita Lutfiah Puspa Dewi Edy Susanto Elsa Viona Erni Erni Julie Simon Macariola Muhammad Kristiawan Nita Sitta Rachma, Nita Sitta Rosane Medriati Sudarwan Danim